Reading is essential to everyday living, the failure to read will restrict student’s ability to understand basic Math, Language Arts, Science or Social studies. Students with reading difficulties need support for their deficit in a specific skill with different strategies. The two reading difficulties for ESE students and how I will address the difficulties in my future classroom are difficulty with high – frequency sight words using a multi-sensory approach that combines language experience with visual, kinesthetic and tactile (VAKT) instructional techniques. (). Also, the difficulty of identifying main idea and supporting details using reading comprehension strategy, directed reading/thinking activity (DRTA) this approach
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There are many strategies of identifying main idea with supporting details that I can use to aid in my future classroom. The strategy I will incorporate is the directed reading/ thinking activity technique using graphic aid strategy. This approach will help students visually develop an understanding of what a passage is about and how the text show the supporting details. When introducing a reading passage to students I will first access their prior knowledge or experience of the overall topic. Using a graphic organizer of a Know of a topic, want to know of a topic and Learned about the topic will implemented during every reading passage to help student’s comprehension skills increase as well understanding of specific topic. A graphic organizer for main idea comprehension skill will be incorporated by mapping their information, students will first fill in their topic of the passage. The DRTA technique using main idea mapping, starts with students examining the passage title, illustrations, and subheadings. Then, students will write the specific topic discussed in their predictions of what they think the text will be …show more content…
ESE students reading difficulties of high-frequency sight words and identifying the main idea with supporting details; ESOL/ ELL students reading difficulties of vocabulary meaning and remembering information presented orally affect students reading skills. The strategies implemented with different content areas, where students accommodated throughout the curriculum. Pre-planning of instruction conducted before the lesson start for both students, ESE and ESOL/ ELL. Modifications and adjustments done for each activity to make sure each student as a fair opportunity. I believe it best to learn your students, find their deficit and offer strategies to help students succeed and overcome their reading
There are many strategies of identifying main idea with supporting details that I can use to aid in my future classroom. The strategy I will incorporate is the directed reading/ thinking activity technique using graphic aid strategy. This approach will help students visually develop an understanding of what a passage is about and how the text show the supporting details. When introducing a reading passage to students I will first access their prior knowledge or experience of the overall topic. Using a graphic organizer of a Know of a topic, want to know of a topic and Learned about the topic will implemented during every reading passage to help student’s comprehension skills increase as well understanding of specific topic. A graphic organizer for main idea comprehension skill will be incorporated by mapping their information, students will first fill in their topic of the passage. The DRTA technique using main idea mapping, starts with students examining the passage title, illustrations, and subheadings. Then, students will write the specific topic discussed in their predictions of what they think the text will be …show more content…
ESE students reading difficulties of high-frequency sight words and identifying the main idea with supporting details; ESOL/ ELL students reading difficulties of vocabulary meaning and remembering information presented orally affect students reading skills. The strategies implemented with different content areas, where students accommodated throughout the curriculum. Pre-planning of instruction conducted before the lesson start for both students, ESE and ESOL/ ELL. Modifications and adjustments done for each activity to make sure each student as a fair opportunity. I believe it best to learn your students, find their deficit and offer strategies to help students succeed and overcome their reading